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 Global Global
edition edition

edition
Global
Discovering the Life Span
For these Global Editions, the editorial team at Pearson has
collaborated with educators across the world to address a wide range
of subjects and requirements, equipping students with the best possible
learning tools. This Global Edition preserves the cutting-edge approach
and pedagogy of the original, but also features alterations, customization
and adaptation from the North American version.

THIRD edition
Feldman
Discovering the Life Span
This is a special edition of an established title widely
used by colleges and universities throughout the world. THIRD edition
Pearson published this exclusive edition for the benefit
of students outside the United States and Canada. If you
purchased this book within the United States or Canada
you should be aware that it has been imported without
Robert S. Feldman
the approval of the Publisher or Author.

Pearson Global Edition

FELDMAN_1292057777_mech.indd 1 25/06/14 3:35 PM

 PRENATAL PERIOD INFANCY AND TODDLERHOOD
(conception to birth) (birth to 3 years)

Physical
DeveloPment

GERMINAL STAGE (fertilization to 2 weeks): • Rapid height and weight gains.

• Cells divide rapidly. • Neurons grow and form interconnections in the
• Zygote attaches to uterine wall. brain. Some functions have “critical periods” for
normal development.
EMBRYONIC STAGE (2 to 8 weeks):
• Infants wiggle, push upward, sit up, crawl, and
• Major organs and body systems grow.
eventually walk.
FETAL STAGE (8 weeks to birth): • Infants reach, grasp, and pick up small objects.
• Major organs become differentiated. • Vision is 20/20 by 6 months, with depth percep-
• Fetus kicks and clenches fist, hears sounds tion and recognition of patterns, faces, shapes,
outside the uterus. and colors.
• Health can be affected by mother’s diet, health, • Infants hear a wide range of frequencies, localize
age, or substance use. sound, and make sound distinctions that underlie
• Reflexes emerge. language development.
cognitive
DeveloPment

• Intelligence is partly determined, and some • Infants begin to understand object perma-
psychological disorders may take root. nence and “experiment” with the physical
world.
• Cognitive functions can be affected by tobacco,
alcohol/or drug use by mother. • Use of representations and symbols begins.
• Information-processing speed increases.
• Language develops rapidly through prelin-
guistic communication (babbling), use of
single words to stand for whole ideas (holo-
phrases), and telegraphic speech.

social/
Personality
DeveloPment

• Some personality traits are partly determined • Infants exhibit different temperaments and
genetically (e.g., neuroticism, extroversion). activity levels.
• Drug and alcohol use by mother can lead to • Facial expressions appear to reflect
irrita-bility, difficulty dealing with multiple stimuli, emotions; facial expressions of
and difficulty forming attachments in the child. others are understood.
• Toddlers begin to feel empathy.
• A style of attachment to others emerges.

theories
&
theorists

Jean Sensorimotor stage

Piaget
Erik Trust-versus-mistrust stage (birth–11/2 yrs)
Erikson Autonomy-versus-shame-and-doubt stage (11/2 –3 yrs)
Sigmund Oral and anal stages
Freud
Lawrence Premoral period
Kohlberg

FELDMAN_1292057777_ifc.indd 1 01/07/14 5:36 pm

 PRESCHOOL PERIOD MIDDLE CHILDHOOD
(3 to 6 years) (6 to 12 years)

• Height and weight continue to increase rapidly. • Growth becomes slow and steady. Muscles
• The body becomes less rounded and more develop, and “baby fat” is lost.
muscular. • Gross motor skills (biking, swimming, skating,
• The brain grows larger, neural interconnections ball handling) and fine motor skills (writing,
continue to develop, and lateralization emerges. typing, fastening buttons) continue to improve.
• Gross and fine motor skills advance quickly.
Children can throw and catch balls, run, use forks
and spoons, and tie shoelaces.
• Children begin to develop handedness.

• Children show egocentric thinking (viewing world

from their own perspective) and “centration,” a • Children apply logical operations to problems.
focus on only one aspect of a stimulus. • Understanding of conservation (that changes
• Memory, attention span, and symbolic thinking in shape do not necessarily affect quantity) and
improve, and intuitive thought begins. transformation (that objects can go through
many states without changing) emerge.
• Language (sentence length, vocabulary,
syntax, and grammar) improves rapidly. • Children can “decenter”— take multiple per-
spectives into account.
• Memory encoding, storage, and retrieval
improve, and control strategies (meta-memory)
develop.
• Language pragmatics (social conventions)
and metalinguistic awareness (self-monitoring)
improve.

• Children develop self-concepts, which may be • Children refer to psychological traits to define
exaggerated. themselves. Sense of self becomes differentiated.
• A sense of gender and racial identity emerges. • Social comparison is used to understand one’s
standing and identity.
• Children begin to see peers as individuals and
form friendships based on trust and shared • Self-esteem grows differentiated, and a sense of
interests. self-efficacy (an appraisal of what one can and
cannot do) develops.
• Morality is rule-based and focused on rewards
and punishments. • Children approach moral problems intent on
maintaining social respect and accepting what
• Play becomes more constructive and coopera- society defines as right.
tive, and social skills become important.
• Friendship patterns of boys and girls differ. Boys
mostly interact with boys in groups, and girls
tend to interact singly or in pairs with other girls.

Preoperational stage Concrete operational stage

Initiative-versus-guilt stage Industry-versus-inferiority stage

Phallic stage Latency period

Preconventional morality level Conventional morality level

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 ADOLESCENCE YOUNG ADULTHOOD
(12 to 20 years) (20 to 40 years)

Physical
Development

• Girls begin the adolescent growth spurt around • Physical capabilities peak in the 20’s, including
age 10, boys around age 12. strength, senses, coordination, and reaction
time.
• Girls reach puberty around age 11 or 12, boys
around age 13 or 14. • Growth is mostly complete, although some
organs, including the brain, continue to grow.
• Primary sexual characteristics develop (affect-
ing the reproductive organs), as do secondary • For many young adults, obesity becomes a
sexual characteristics (pubic and underarm hair threat for the first time, as body fat increases.
in both sexes, breasts in girls, deep voices in • Stress can become a significant health threat.
boys). • In the mid-30’s, disease replaces accidents as
the leading cause of death.
Cognitive
Development

• Abstract thought prevails. Adolescents use formal • As world experience increases, thought
logic to consider problems in the abstract. becomes more flexible and subjective, geared
• Relative, not absolute, thinking is typical. to adept problem solving.
• Verbal, mathematical, and spatial skills improve. • Intelligence is applied to long-term goals
involving career, family, and society.
• Adolescents are able to think hypothetically,
divide attention, and monitor thought through • Significant life events of young adulthood may
meta-cognition. shape cognitive development.
• Egocentrism develops, with a sense that one is
always being observed. Self-consciousness and
introspection are typical.
Social/
• A sense of invulnerability can lead adolescents
Personality to ignore danger.
Development

• Self-concept becomes organized and accurate • Forming intimate relationships becomes highly
and reflects others’ perceptions. Self-esteem important. Commitment may be partly deter-
grows differentiated. mined by the attachment style developed in
• Defining identity is a key task. Peer relation- infancy.
ships provide social comparison and help • Marriage and children bring developmental
define acceptable roles. Popularity issues changes, often stressful. Divorce may result,
become acute; peer pressure can enforce con- with new stresses.
formity. • Identity is largely defined in terms of work, as
• Adolescents’ quest for autonomy can bring young adults consolidate their careers.
conflict with parents as family roles are
renegotiated.
• Sexuality assumes importance in identity forma-
tion. Dating begins.

Theories
&
Theorists

Jean Formal operations stage

Piaget
Erik Identity-versus-confusion stage Intimacy-versus-isolation stage
Erikson
Sigmund Genital stage
Freud
Lawrence Postconventional morality level may be reached
Kohlberg

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 MIDDLE ADULTHOOD LATE ADULTHOOD
(40 to 65 years) (65 years to death)

• Physical changes become evident. Vision • Wrinkles and gray or thinning hair are marks of
declines noticeably, as does hearing, but less late adulthood. Height declines as backbone
obviously. disk cartilage thins. Women are especially sus-
• Height reaches a peak and declines slowly. ceptible to osteoporosis.
Osteoporosis speeds this process in women. • The brain shrinks, and the heart pumps less
Weight increases, and strength decreases. blood through the body. Reactions slow, and
• Reaction time slows, but performance of the senses become less acute. Cataracts and
complex tasks is mostly unchanged due to glaucoma may affect the eyes, and hearing loss
lifelong practice. is common.
• Women experience menopause, with unpredict- • Chronic diseases, especially heart disease,
able effects. The male climacteric brings gradu- grow more common. Mental disorders, such
al changes in men’s reproductive systems. as depression and Alzheimer’s disease, may
occur.

• Some loss of cognitive functioning may begin • Cognitive declines are minimal until the 80’s.
in middle adulthood, but overall cognitive Cognitive abilities can be maintained with train-
competence holds steady because adults ing and practice, and learning remains possible
use life experience and effective strategies to throughout the life span.
compensate. • Short-term memory and memory of specific life
• Slight declines occur in the efficiency of episodes may decline, but other types of memory
retrieval from long-term memory. are largely unaffected.

• People in middle adulthood take stock, apprais- • Basic personality traits remain stable, but
ing accomplishments against a “social clock” changes are possible. “Life review,” a feature
and developing a consciousness of mortality. of this period, can bring either fulfillment or
• Middle adulthood, despite the supposed dissatisfaction.
“midlife crisis,” usually is tranquil and satisfy- • Retirement is a major event of late adulthood,
ing. Individuals’ personality traits are generally causing adjustments to self-concept and self-
stable over time. esteem.
• While marital satisfaction is usually high, family • A healthy lifestyle and continuing activity in
relationships can present challenges. areas of interest can bring satisfaction in late
• The view of one’s career shifts from outward adulthood.
ambition to inner satisfaction or, in some • Typical circumstances of late adulthood (reduced
cases, dissatisfaction. Career changes are income, the aging or death of a spouse, a
increasingly common. change in living arrangements) cause stress.

Generativity-versus-stagnation stage Ego-integrity-versus-despair stage

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 Discovering
the Life Span
Third Edition
GLOBAL EDITION

R O B E RT S . F e l d m a n
University of Massachusetts, Amherst

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 Acquisitions Editor: Amber Chow Acquisitions Editor, Global Edition: Vrinda Malik
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with the Copyright, Designs and Patents Act 1988.

Authorized adaptation from the United States edition, entitled Discovering the Life Span, 3rd edition,
ISBN 978-0-205-99231-7, by Robert S. Feldman, published by Pearson Education © 2015.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any
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All trademarks used herein are the property of their respective owners. The use of any trademark in this text does not
vest in the author or publisher any trademark ownership rights in such trademarks, nor does the use of such trademarks
imply any affiliation with or endorsement of this book by such owners.

ISBN 10: 1-292-05777-7

ISBN 13: 978-1-292-05777-4

British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library

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 Brief Contents
CHAPTER 1 Introduction  26
Module 1.1 Beginnings  28
Module 1.2 Theoretical Perspectives on Lifespan Development   36
Module 1.3 Research Methods  48

CHAPTER 2 The Start of Life  62

Module 2.1 Prenatal Development Difficult Decisions  64
Module 2.2 Prenatal Growth and Change   81
Module 2.3 Birth and the Newborn Infant   92

CHAPTER 3 Infancy  114
Module 3.1 Physical Development in Infancy   116
Module 3.2 Cognitive Development in Infancy   136
Module 3.3 Social and Personality Development in Infancy   155

CHAPTER 4 The Preschool Years  174

Module 4.1 Physical Development in the Preschool Years   176
Module 4.2 Cognitive Development in the Preschool Years   183
Module 4.3 Social and Personality Development in the Preschool Years   198

CHAPTER 5 Middle Childhood  220

Module 5.1 Physical Development in Middle Childhood   222
Module 5.2 Cognitive Development in Middle Childhood   232
Module 5.3 Social and Personality Development in Middle Childhood   253

CHAPTER 6 Adolescence  276
Module 6.1 Physical Development in Adolescence   278
Module 6.2 Cognitive Development in Adolescence   292
Module 6.3 Social and Personality Development in Adolescence   302

CHAPTER 7 Early Adulthood  328

Module 7.1 Physical Development in Early Adulthood   330
Module 7.2 Cognitive Development in Early Adulthood   341
Module 7.3 Social and Personality Development in Early Adulthood   354

CHAPTER 8 Middle Adulthood  378

Module 8.1 Physical Development in Middle Adulthood   380
Module 8.2 Cognitive Development in Middle Adulthood   393
Module 8.3 Social and Personality Development in Middle Adulthood   400

CHAPTER 9 Late Adulthood  422

Module 9.1 Physical Development in Late Adulthood   424
Module 9.2 Cognitive Development in Late Adulthood   440
Module 9.3 Social and Personality Development in Late Adulthood   445

CHAPTER 10 Death and Dying  468

Module 10.1 Dying and Death Across the Life Span   470
Module 10.2 Confronting Death Deciding to Say Good-Bye  477
Module 10.3 Grief and Bereavement Facing the Void  484

A01_FELD7774_03_SE_FM.indd 7 07/07/14 12:29 PM

 Contents
Preface  12
Ancillaries  18
About the Author   24

CHAPTER 1 Introduction  26
■ Module 1.1 Beginnings  28
An Orientation to Lifespan Development   29
Cultural Dimensions: How Culture, Ethnicity, and Race Influence Development   31
Key Issues and Questions: Determining the Nature—and Nurture—of Lifespan
Development  33
■ Module 1.2 Theoretical Perspectives on Lifespan Development  36
The Psychodynamic, Behavioral, and Cognitive Perspectives   37
The Humanistic, Contextual, and Evolutionary Perspectives   43
■ Module 1.3 Research Methods  48
Theories, Hypotheses, and Correlational Studies   49
Experiments: Determining Cause and Effect   53
From Research to Practice   56
Becoming an Informed Consumer of Development: Thinking Critically About “Expert” Advice   58

CHAPTER 2 The Start of Life  62

■ Module 2.1 Prenatal Development Difficult Decisions  64
Earliest Development  64
The Interaction of Heredity and Environment   73
From Research to Practice: When Nurture Becomes Nature   75
Cultural Dimensions: Cultural Differences in Physical Arousal: Might a Culture’s Philosophical Outlook
Be Determined by Genetics?   79
■ Module 2.2 Prenatal Growth and Change  81
The Prenatal Period   82
The Prenatal Environment: Threats to Development   87
Becoming an Informed Consumer of Development: Optimizing the Prenatal Environment   91
■ Module 2.3 Birth and the Newborn Infant  92
Birth  93
Becoming an Informed Consumer of Development: Dealing With Labor    98
Birth Complications  99
Cultural Dimensions: Overcoming Racial and Cultural Differences in Infant Mortality   104
The Competent Newborn   106

CHAPTER 3 Infancy  114
■ Module 3.1 Physical Development in Infancy  116
Growth and Stability   116
Motor Development  124
Cultural Dimensions: Motor Development Across Cultures   128
The Development of the Senses   131
Becoming an Informed Consumer of Development: Exercising Your Infant’s Body and Senses   135
■ Module 3.2 Cognitive Development in Infancy  136
Piaget’s Approach to Cognitive Development   136
Information Processing Approaches to Cognitive Development   142
8 From Research to Practice: Infants Learn From Adults, Not Videos   143

A01_FELD7774_03_SE_FM.indd 8 07/07/14 5:54 PM

 The Roots of Language   148
Cultural Dimensions: Is Infant-Directed Speech Similar Across All Cultures?   154
Becoming an Informed Consumer of Development: What Can You Do to Promote Infants’ Cognitive
Development?  155
■ Module 3.3 Social and Personality Development in Infancy  155
Developing the Roots of Sociability   156
Forming Relationships  161
Cultural Dimensions: Does Attachment Differ Across Cultures?   164
Differences Among Infants   165
Becoming an Informed Consumer of Development: Choosing the Right Infant Care Provider   171

CHAPTER 4 The Preschool Years  174

■ Module 4.1 Physical Development in the Preschool Years  176
The Growing Body   176
The Growing Brain   179
Motor Development  180
Becoming an Informed Consumer of Development: Keeping Preschoolers Healthy   182
■ Module 4.2 Cognitive Development in the Preschool Years  183
Piaget’s Approach to Cognitive Development   184
Information Processing and Vygotsky’s Approach to Cognitive Development   188
The Growth of Language and Learning   193
Cultural Dimensions: Preschools Around the World: Why Does the United States Lag Behind?   197
■ Module 4.3 Social and Personality Development in the Preschool Years  198
Forming a Sense of Self   198
Cultural Dimensions: Developing Racial and Ethnic Awareness   199
Friends and Family: Preschoolers’ Social Lives   202
Becoming an Informed Consumer of Development: Disciplining Children   209
Moral Development and Aggression   210
From Research to Practice: Do Violent Video Games Make Children Violent?   215
Becoming an Informed Consumer of Development: Increasing Moral Behavior and Reducing Aggression in
Preschool-Age Children  216

CHAPTER 5 Middle Childhood  220

■ Module 5.1 Physical Development in Middle Childhood  222
The Growing Body   222
Motor Development and Safety   225
Children With Special Needs   229
Becoming an Informed Consumer of Development: Keeping Children Fit   231
■ Module 5.2 Cognitive Development in Middle Childhood  232
Intellectual and Language Development   233
Schooling: The Three Rs (and More) of Middle Childhood   239
Cultural Dimensions: Multicultural Education   243
Intelligence: Determining Individual Strengths   243
■ Module 5.3 Social and Personality Development in Middle Childhood  253
The Developing Self   254
Cultural Dimensions: Are Children of Immigrant Families Well Adjusted?   257
Relationships: Building Friendship in Middle Childhood   261
Becoming an Informed Consumer of Development: Increasing Children’s Social Competence   266
Contents 9

A01_FELD7774_03_SE_FM.indd 9 07/07/14 12:29 PM

 Family Life in Middle Childhood   267
From Research to Practice: Closing the Digital Divide: Some Unintended Consequences   272

CHAPTER 6 Adolescence  276
■ Module 6.1 Physical Development in Adolescence  278
Physical Maturation  278
Threats to Adolescents’ Well-Being   286
Becoming an Informed Consumer of Development: Hooked on Drugs or Alcohol?   289
Cultural Dimensions: Selling Death: Pushing Smoking to the Less Advantaged   290
■ Module 6.2 Cognitive Development in Adolescence  292
Cognitive Development  293
School Performance  298
■ Module 6.3 Social and Personality Development in Adolescence  302
Identity: Asking “Who Am I?”   303
Becoming an Informed Consumer of Development: Preventing Adolescent Suicide   311
Relationships: Family and Friends   312
Cultural Dimensions: Race Segregation: The Great Divide of Adolescence   317
From Research to Practice: R U Friends 4 Real?: Are Digital Communications Changing Teenagers’
Friendships?  319
Dating, Sexual Behavior, and Teenage Pregnancy   321

CHAPTER 7 Early Adulthood  328

■ Module 7.1 Physical Development in Early Adulthood  330
Physical Development  330
Cultural Dimensions: How Cultural Beliefs Influence Health and Health Care   333
Physical Limitations and Challenges   334
Stress and Coping: Dealing With Life’s Challenges   336
Becoming an Informed Consumer of Development: Coping With Stress   340
■ Module 7.2 Cognitive Development in Early Adulthood  341
Cognitive Development  342
Intelligence: What Matters in Early Adulthood?   345
College: Pursuing Higher Education   347
Becoming an Informed Consumer of Development: When Do College Students Need Professional Help With
Their Problems?  351
■ Module 7.3 Social and Personality Development in Early Adulthood  354
Forging Relationships: Intimacy, Liking, and Loving During Early Adulthood   355
From Research to Practice: Emerging Adulthood: A New Stage of Life?   356
Cultural Dimensions: Gay and Lesbian Relationships: Men With Men and Women With Women   362
The Course of Relationships   363
Work: Choosing and Embarking on a Career   370
Becoming an Informed Consumer of Development: Choosing a Career   374

CHAPTER 8 Middle Adulthood  378

■ Module 8.1 Physical Development in Middle Adulthood  380
Physical Development  380
Sexuality in Middle Adulthood   383
Health  387
Cultural Dimensions: Individual Variation in Health: Ethnic and Gender Differences   390
■ Module 8.2 Cognitive Development in Middle Adulthood  393
10 Contents Cognitive Development  393

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 From Research to Practice: What Is Multitasking Doing to Our Brains?   397
Memory  398
Becoming an Informed Consumer of Development: Effective Strategies for Remembering   399
■ Module 8.3 Social and Personality Development in Middle Adulthood  400
Personality Development  400
Cultural Dimensions: Middle Age: In Some Cultures It Doesn’t Exist   404
Relationships: Family in Middle Age   406
Becoming an Informed Consumer of Development: Dealing With Spousal Abuse   414
Work and Leisure   416
Cultural Dimensions: Immigrants on the Job: Making It in America   419

CHAPTER 9 Late Adulthood  422

■ Module 9.1 Physical Development in Late Adulthood  424
Physical Development in Late Adulthood   425
Health and Wellness in Late Adulthood   431
From Research to Practice: Alzheimer’s Disease: A Step Toward Prevention?   433
Becoming an Informed Consumer of Development: Caring for People With Alzheimer’s Disease   434
Cultural Dimensions: Gender, Race, and Ethnic Differences in Average Life Expectancy: Separate Lives,
Separate Deaths  439
■ Module 9.2 Cognitive Development in Late Adulthood  440
Intelligence  441
Memory  443
■ Module 9.3 Social and Personality Development in Late Adulthood  445
Personality Development and Successful Aging   446
Cultural Dimensions: How Culture Shapes the Way We Treat People in Late Adulthood   450
The Daily Life of Late Adulthood   454
Becoming an Informed Consumer of Development: Planning for—and Living—a Good Retirement   458
Relationships: Old and New   459

CHAPTER 10 Death and Dying  468

■ Module 10.1 Dying and Death Across the Life Span  470
Defining Death: Determining the Point at Which Life Ends   470
Death Across the Life Span: Causes and Reactions   471
Cultural Dimensions: Differing Conceptions of Death   475
Death Education: Preparing for the Inevitable?   475
■ Module 10.2 Confronting Death Deciding to Say Good-Bye  477
Understanding the Process of Dying: Taking Steps Toward Death   477
Choosing the Nature of Death: Is DNR the Way to Go?   480
Caring for the Terminally Ill: The Place of Death   483
■ Module 10.3 Grief and Bereavement Facing the Void  484
Mourning and Funerals: Final Rites   485
Bereavement and Grief: Adjusting to the Death of a Loved One   486
From Research to Practice: How Helpful Is Grief Counseling?   488
Becoming an Informed Consumer of Development: Helping a Child Cope With Grief   489

References  R–1
Glossary  G–1
Credits  C–1
Name Index  NI–1
Subject Index  SI–1
Answers to Review, Check, and Apply boxes   A–1
Contents 11

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 Preface
To the Student
Welcome to the field of lifespan development! It’s a discipline that’s about you, about your
family and those who came before you, and about those who may follow in your footsteps. It’s
about your genetic heritage, and it’s about the world in which you were raised.
Lifespan development is a field that will speak to you in a very personal way. It covers the
range of human existence from its beginnings at conception to its inevitable ending at death.
It is a discipline that deals with ideas and concepts and theories, but one that above all has at
its heart people—our fathers and mothers, our friends and acquaintances, and our very selves.
But before we jump into the world of lifespan development, let’s spend a little time getting
to know this book and the way it presents the material. Knowing how the book is constructed
will pay off in big ways.

Getting to Know the Book

You’ve probably already read a fair number of textbooks over the course of your college
­career. This one is different.
Why? Because it’s written from your perspective as a student. Every word, sentence, para-
graph, and feature in this book is included because it’s meant to explain the field of lifespan
development in a way that excites you, engages you with the content, and facilitates the study
of the material. And by doing that, it maximizes your chances for not only learning the mate-
rial and getting a good grade in your class, but also applying the material in a way that will
improve your life.
The very organization of the book is based on what psychologists know about how stu-
dents study most effectively. The text is divided into short modules, nestled within chapters,
with each module having several clearly demarcated subsections. By focusing your study in
short sections, you’re much more likely to master the material.
Similarly, the material is organized into learning objectives, abbreviated as LO. At the start
of every major section, you’ll find them in the form of questions. It makes sense to pay par-
ticular attention to the learning objectives, because they indicate the material that instructors
most want you to learn and that they use to develop test questions.
The book also has a way of indicating which terms are most critical to your understand-
ing of lifespan development. Key terms and concepts are printed in boldface type, and are
defined in the margins. Less-critical terms and concepts are printed in italics and defined
within the paragraph where they first appear, but not in the margin.
To further help you study, modules end with a “Review, Check, and Apply” section. The
“Review” section includes a summary of the material in the module, organized by learning
objective. There are also several “Check Yourself” questions, which require that you recall and
understand the material in order to answer correctly. Finally, there’s a question that requires
you to apply the material in the chapter to some real-world issue. By answering the “Applying
Lifespan Development” question, you’re demonstrating a higher-order understanding related
to critical thinking.
You’ll also find several recurring features in every chapter. There are opening vignettes
designed to illustrate how lifespan development is relevant to everyday life. There are boxes,
called “From Research to Practice,” which include recent research that is applied to current
social issues, and “Cultural Dimensions” sections that highlight multicultural issues related
to lifespan development.
Ever wish you could apply the theoretical material you’re reading about in a textbook to
your own life? The section called, “Becoming an Informed Consumer of Development,” offers
a variety of tips and guidelines, based on the chapter’s theme, ranging from child-rearing tips
to choosing a career and planning your retirement. By applying these to your life, you’ll learn
the diversity of what the field of lifespan development has to offer.
Finally, there are several features illustrating how the material is relevant from the per-
spectives of people in different roles and professions, including parents, educators, health

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 care providers, and social workers. “From the Perspective of…” asks you questions designed
to help you think critically about how lifespan development applies to someone working in
a specific field, and “Putting It All Together”—a summary at the end of each chapter—will
help you integrate the material in the modules and learn how it applies across a variety of
dimensions.

A Last Word…
I wrote this book for you. Not for your instructor, not for my colleagues, and not to see it sit-
ting on my own bookshelf. I wrote this book as an opportunity to extend what I do in my own
classes at the University of Massachusetts Amherst, and to reach a wider, and more diverse,
set of students. For me, there’s nothing more exciting as a college professor than to share my
teaching and knowledge with as many students as possible.
I hope this book grabs your interest in lifespan development and shows you how it can
apply to your own life and improve it. Let me know if it does, or anything else you’d like to
convey to me. I’d love to hear from you, and you can easily reach me at feldman@psych.
umass.edu. In the meantime, enjoy your introduction to lifespan development.

To the Instructor
I’ve never met an instructor of a lifespan development course who didn’t feel that he or she
was fortunate to teach the course. The subject matter is inherently fascinating, and there is
a wealth of information to convey that is at once intriguing and practical. Students come to
the course with anticipation, motivated to learn about a topic that, at base, is about their own
lives and the lives of every other human being.
At the same time, the course presents unique challenges. For one thing, the breadth of
lifespan development is so vast that it is difficult to cover the entire field within the confines
of a traditional college term. In addition, many instructors find traditional lifespan develop-
ment texts too long. Students are concerned about the length of the texts and have trouble
completing the entire book. As a result, instructors are often reluctant to assign the complete
text and are forced to drop material, often arbitrarily.
Finally, instructors often wish to incorporate into their classes computer-based elec-
tronic media that promote understanding of key concepts and take advantage of students’
capabilities using electronic media. Yet traditional lifespan development textbooks do little
to integrate the electronic media with the book. Consequently, in most courses, the book
and accompanying electronic media stand largely in isolation to one another. This lack of
integration diminishes the potential impact of both traditional and electronic media and the
advantages that an integration of the two could produce in terms of helping students engage
with and learn the subject matter.
Discovering the Life Span, third edition, directly addresses these challenges. The book,
which is based on the highly popular Development Across the Life Span, is some 25 percent
shorter than traditional lifespan books. At the same time, it maintains the student friendliness
that has been the hallmark of the original. It is rich in examples and illustrates the applications
that can be derived from the research and theory of lifespan developmentalists.
The book uses a modular approach to optimize student learning. Each chapter is divided
into two or three modules, and in turn each module is divided into several smaller sections.
Consequently, rather than facing long, potentially daunting chapters, students encounter
material that is divided into smaller, more manageable chunks. Of course, presenting mate-
rial in small chunks represents a structure that psychological research long ago found to be
optimum for promoting learning.
The modular approach has another advantage: It allows instructors to customize instruc-
tion by assigning only those modules that fit their course. Each of the book’s chapters focuses
on a particular period of the life span, and within each chapter separate modules address the
three main conceptual approaches to the period: physical development, cognitive develop-
ment, and social and personality development. Because of the flexibility of this structure,
instructors who wish to highlight a particular theoretical or topical approach to lifespan
development can do so easily.

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 An Introduction to Discovering
the Life Span, Third Edition
Discovering the Life Span, third edition—like its predecessor—provides a broad overview
of the field of human development. It covers the entire range of the human life, from the
moment of conception through death. The text furnishes a broad, comprehensive introduc-
tion to the field, covering basic theories and research findings, as well as highlighting current
applications outside the laboratory. It covers the life span chronologically, encompassing the
prenatal period, infancy and toddlerhood, the preschool years, middle childhood, adoles-
cence, early and middle adulthood, and late adulthood. Within these periods, it focuses on
physical, cognitive, and social and personality development.
In a unique departure from traditional lifespan development texts, each chapter integrates
the physical, cognitive, and social and personality domains within each chronological period.
Chapters begin with a compelling story about an individual representing the age period cov-
ered by the chapter, and the chapter ends by refocusing on that individual and integrating
the three domains.
The book also blends and integrates theory, research, and applications, focusing on the
breadth of human development. Furthermore, rather than attempting to provide a detailed
historical record of the field, it focuses on the here-and-now, drawing on the past where ap-
propriate, but with a view toward delineating the field as it now stands and the directions
toward which it is evolving. Similarly, while providing descriptions of classic studies, the
emphasis is more on current research findings and trends.
The book is designed to be user-friendly. Written in a direct, conversational voice, it
replicates as much as possible a dialogue between author and student. The text is meant to
be understood and mastered on its own by students of every level of interest and motivation.
To that end, it includes a variety of pedagogical features that promote mastery of the material
and encourage critical thinking. These features include:
• CHAPTER-OPENING PROLOGUES. Each of the chapters starts with an attention-
grabbing account of an individual who is at the developmental stage covered by the chapter.
The material in the prologue sets the stage for the chapter, and the material is addressed in
the end of the chapter when the physical, cognitive, and social and personality aspects are
integrated.
• LEARNING OBJECTIVES. Every module begins with a set of learning objectives, clearly
specifying what students are expected to master after reading and studying the material.
The learning objectives are couched in the form of engaging questions meant to intrigue
students and motivate learning.
• MODULE-OPENING VIGNETTE. Modules (which are nestled within chapters) begin
with short vignettes, describing an individual or situation that is relevant to the basic
developmental issues being addressed in the module.
• FROM RESEARCH TO PRACTICE. Each chapter includes a box that describes current
developmental research or research issues, applied to everyday problems.
• CULTURAL DIMENSIONS. Every chapter includes several “Cultural Dimensions”
sections incorporated into the text. These sections highlight issues relevant to today’s
multicultural society. Examples of these sections include discussions about preschools
around the world, gay and lesbian relationships, the marketing of cigarettes to the less
advantaged, and race, gender, and ethnic differences in life expectancy.
• BECOMING AN INFORMED CONSUMER OF DEVELOPMENT. Every chapter
includes information on specific uses that can be derived from research conducted by
developmental investigators. For instance, the text provides concrete information on how
to encourage children to become more physically active, help troubled adolescents who
might be contemplating suicide, and planning and living a good retirement.
• REVIEW, CHECK, AND APPLY SECTIONS. Each module is divided into several sub-
sections. At the end of each section are a series of questions on the chapter content, short
recaps of the chapters’ main points, and a question oriented to apply the chapter content
to the real world, keyed to the learning objectives.

14 Preface

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 • “FROM THE PERSPECTIVE OF…” QUESTIONS. Students will encounter frequent
questions throughout the text designed to show the applicability of the material to
a variety of professions, including education, nursing, social work, and healthcare
providers.
• RUNNING GLOSSARY. Key terms are defined in the margins of the page on which the
term is presented.
• END-OF-CHAPTER INTEGRATIVE MATERIAL. At the end of each chapter, the chapter-
opening prologue is recapped and addressed from the three domains of physical, cognitive,
and social and personality development. In addition, questions address the prologue from the
perspective of people such as parents, professional caregivers, nurses, and educators.

What’s New in the Third Edition?

The third edition of Discovering the Life Span has been extensively revised in response to the
comments of dozens of reviewers. Among the major changes are the following:
Additions of New and Updated Material. The revision incorporates a significant amount
of new and updated information. For instance, advances in areas such as behavioral genetics,
brain development, evolutionary perspectives, and cross-cultural approaches to development
receive expanded and new coverage. In addition, this new edition reflects the recently-published
new edition of DSM-5. Overall, hundreds of new citations have been added, with most of those
from articles and books published in the last 2 years.
New topics were added to every chapter. The following sample of new and revised topics
featured in this edition provides a good indication of the currency of the revision:

Chapter 1 Shaken baby syndrome incidence

Brain scan showing shaken baby syndrome
Update on first person conceived in in vitro
damage
New examples of police issues by lifespan
Line between Cesarean delivery and infant
development research
obesity
Debunking relationship between vaccination
New statistics on incidence of SIDS
and autism
Efficacy of educational media for children
Research on same-sex parenting efficacy
Parent responsiveness to infants’ babbling
Emerging adulthood
Infant understanding of movement
Chapter 2 trajectories
Infant understanding of gravity
Transgenerational epigenetic inheritance
Evidence of infants’ theory of mind at 18
Placental role in brain development months
Down syndrome treatment Research showing 10 and 13-month olds
In vitro fertilization success rates mentally represent social dominance
In vitro fertilization live birth rates Infant preferences for helpful versus
Psychological consequences of antisocial behavior
miscarriage
Statistics on international abortion Chapter 4
incidence Lack of link between vaccination and
Incidence of hunger worldwide autism
Miscarriage and postpartum depression Importance of serving food with low sodium
Controversy regarding routine screening and fat content
Statistics on infant mortality Preschool benefits 25 years after
Water birthing participation
Costs of caring for premature infants Additional characteristics of high quality
Increase in cesarean deliveries child care
Higher risk of mental illness in preterm Effect of violent video games
infants Incidence of autism
Chapter 3 Spanking as a violation of human rights
Genetic roots of generosity and
Reduced rates of infection in breastfed
selfishness
infants

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 Chapter 5 New figure on ideal family size
Fertility rate in the United States,
Autistic spectrum disorders
Afghanistan, and Zambia
Asthma
Increase in cohabitation
Cost of psychological disorders in
New data on husband/wife division of labor
children
Majority of births occur outside of marriage
ADHD incidence and treatment
for women under 30
Changes in brain due to reading
Change in term “mental retardation” to Chapter 8
“intellectual disability”
Multitasking and thinking quality
Decreasing digital divide between poor and
Driving and texting
affluent children
Sexual activity in middle age
Unmonitored digital use in children raised
Differences in brain activity in older adults
in poverty
Decline in percentage of post-menopausal
Immigrant children’s physical health
women taking hormone therapy
Sibling experiences in different cultural
Coping mechanisms in successful marriages
contexts
Disengagement from work during leisure
Anti-bullying programs
time
Chapter 6 Boomerang generation statistics/figures
Helicopter parenting
Brain damage due to binge drinking in
Divorce rate increase for people 50 and older
teenagers
(statistics and graph)
Cyberbullying
Risky behavior caused by overestimation of Chapter 9
rewards
Discovery of gene mutation that prevents
Media use supplants other forms of social
Alzheimer’s disease
interaction
Updated statistics on life
New figure on teens and cell phone use
expectancy
Waivers for “No Child Left Behind” law
Drug therapy with mTOR to
Use of Adderall to increase academic
extend life
performance
Maximum aging possibilities
New AIDS statistics
Increase in sexually transmitted diseases in
Friendship and social networks
late adulthood
Sexting
Dwindling confidence in ability to retire
Teenage pregnancy rates at historic lows
comfortably
Declines in rates of adolescent sexual
Grandchildren as part of grandparents’
intercourse
social networks
Increase in use of condoms
Health improvements lead to greater
Religion as viewing the world in terms of
involved of great-grandparents in the lives
intentional design
of their great-grandchildren
Gender-nonconforming gays and lesbian
Elder abuse prevalence
adjustment
Changes in theory of mind in late
More positive societal attitudes towards
adulthood
homosexuality: majority support of gay and
Light/dark adaptation changes
lesbian marriage
Selective optimization with compensation
Increase in bicultural identity
term changed
Chapter 7 Health screenings table condensed
College completion for blacks Chapter 10
Future orientation personality variable Effectiveness of grief counseling
Sex discrimination in math intensive fields Efficacy of encouraging people o
Average weight cross-culturally express negative emotions following
Emerging adulthood grief
Total costs of raising children Criticisms of Kubler-Ross

16 Preface

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 A Final Note
I am very excited about this new edition of Discovering the Life Span. I believe its length,
structure, and media and text integration will help students learn the material in a highly
effective way. Just as important, I hope it will nurture an interest in the field that will last a
lifetime.

Preface 17

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 Ancillaries
Discovering the Life Span is accompanied by a superb set of teaching and learning materials.

For the Instructor:

• Instructor’s Resource Manual Designed to make your lectures more effective and save
you preparation time, this extensive resource gathers together the most effective activities
and strategies for teaching your course. The Instructor’s Resource Manual includes learn-
ing objectives, key terms and concepts, self-contained lecture suggestions, and class activi-
ties for each chapter with handouts, supplemental reading suggestions, and an annotated
list of additional multimedia resources.
  The Instructor’s Resource Manual is available for download via the Pearson Instructor’s
Resource Center (www.pearsonglobaleditions.com/Feldman).
• PowerPoint Lecture Slides The PowerPoints provide an active ­format for presenting
concepts from each chapter and feature prominent figures and tables from the text. The
PowerPoint Lecture Slides are available for download via the Pearson Instructor’s Resource
Center (www.pearsonglobaleditions.com/Feldman).
• Test Item File For the third edition, each question was checked to ensure that the correct
answer was marked and the page reference was accurate. The test bank contains multiple-
choice, true/false, and essay questions, each referenced to the relevant page in the book and
correlated to chapter learning objectives and APA learning outcomes. An additional feature
for the test bank is the identification of each question as factual, conceptual, or applied. This
allows professors to customize their tests and to ensure a balance of question types. Each
chapter of the test item file begins with the Total Assessment Guide: an easy to reference grid
that makes creating tests easier by organizing the test questions by text section, question type,
and whether it is factual, conceptual, or applied. The Test Item File is available for download
via the Pearson Instructor’s Resource Center (www.pearsonglobaleditions.com/Feldman).

For the Student:

Media Supplements for the Student
• CourseSmart eTextbook* CourseSmart offers students an online subscription to Dis-
covering the Life Span, third edition at up to 60 percent savings. With the CourseSmart
eTextbook, students can search the text, make notes online, print our reading assignments
that incorporate lecture notes, and bookmark important passages. Ask your Pearson sales
representative for details or visit www.coursesmart.co.uk.

Supplementary Texts
Contact your Pearson representative to package any of these supplementary texts with
­Discovering the Life Span, third edition.
• Current Directions in Developmental Psychology (ISBN: 0205597505). Readings from
the American Psychological Society. This exciting reader includes over 20 articles that
have been carefully selected for the undergraduate audience, and taken from the very
accessible Current Directions in Psychological Science journal. These timely, cutting-edge
articles allow instructors to bring their students a real-world perspective about today’s
most current and pressing issues in psychology. The journal is discounted when packaged
with this text for college adoptions.
• Twenty Studies That Revolutionized Child Psychology by Wallace E. Dixon Jr.
(ISBN: 0130415723). Presenting the seminal research studies that have shaped modern

*This product may not be available in all markets. For more details, please visit www.coursesmart.co.uk or
contact your local Pearson representative.

18

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 developmental psychology, this brief text provides an overview of the environment that
gave rise to each study, its experimental design, its findings, and its impact on current
thinking in the discipline.
• Human Development in Multicultural Contexts: A Book of Readings (ISBN:
0130195235). Written by Michele A. Paludi, this compilation of readings highlights cul-
tural influences in developmental psychology.
• The Psychology Major: Careers and Strategies for Success (ISBN: 0205684688). Written
by Eric Landrum (Idaho State University), Stephen Davis (Emporia State University), and
Terri Landrum (Idaho State University), this 160-page paperback provides valuable in-
formation on career options available to psychology majors, tips for improving academic
performance, and a guide to the APA style of research reporting.

Ancillaries 19

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 Acknowledgments Janet Boseovski, The University of North Carolina at
Greensboro
J DeSimone, William Paterson University
Michael Devoley, Montgomery College
I am grateful to the following reviewers who Teri Bourdeau, University of Tulsa David Devonis, Graceland University
provided a wealth of comments, constructive Sarah Boysen, The Ohio State University Ginger Dickson, The University of Texas at El Paso
criticism, and encouragement: Nicole Bragg, Mt. Hood Community College Trina Diehl, Northwest Vista College
Gregory Braswell, Illinois State University Darryl Dietrich, The College of St. Scholastica
Judith Breen, College of DuPage Jennie Dilworth, Georgia Southern University
Lola Aagaard, Morehead State University
Alaina Brenick, University of Maryland Stephanie Ding, Del Mar College
Glen Adams, Harding University
Jennifer Brennom, Kirkwood Community College Betsy Diver, Lake Superior College
Sharron Adams, Wesleyan College
Barbara Briscoe, Kapiolani Community College Delores Doench, Southwestern Community College
Carolyn Adams-Price, Mississippi State University
Caralee Bromme, San Joaquin Delta Community Margaret Dombrowski, Harrisburg Area Community
Leslie Adams Lariviere, Assumption
College College–Lancaster
Judi Addelston, Valencia Community College
Brookover, Betty Cecile, Xavier University of Louisiana Heather Dore, Florida Community College at
Bill Anderson, Illinois State University
Veda Brown, Prairie View A&M University Jacksonville
Carrie Andreoletti, Central Connecticut State
Janine Buckner, Seton Hall University Jackie Driskill, Texas Tech University
University
Sharon Burson, Temple College Victor Duarte, North Idaho College
Harold Andrews, Miami Dade College–Wolfson
Cathy Bush, Carson-Newman College Susan Dubitsky, Florida International University
Ivan Applebaum, Valencia Community College
Jean Cahoon, Pitt Community College Shelley Dubkin-Lee, Oregon State University
Sally Archer, The College of New Jersey
Cheryl Camenzuli, Molloy College Beryl Dunsmoir, Concordia University at Austin
Janet Arndt, Gordon College
Angela Campbell, Harrisburg Area Community College Paula Dupuy, The University of Toledo
Christine Bachman, University of Houston–Downtown
Debb Campbell, College of the Sequoias Kathleen Dwinnells, Kent State University–Trumbull
Harriet Bachner, Pittsburg State University
Lillian Campbell, Humber College Campus
Nannette Bagstad, Mayville State University
Diane Caulfield, Honolulu Community College Darlene Earley-Hereford Southern Union State
Mary Ballard, Appalachian State University
Rick Caulfield, University of Hawaii at Manoa Community College
Michelle Bannoura, Hudson Valley Community College
Lisa Caya, University of Wisconsin–La Crosse Y. van Ecke, College of Marin
Daniel Barajas, Community Collge of Denver
Laura Chapin, Colorado State University David Edgerly, Quincy University
Ted Barker, Okaloosa-Walton College
Jing Chen, Grand Valley State University Jean Egan, Asnuntuck Community College
Catherine Barnard, Kalamazoo Valley Community
John Childers, East Carolina University Trish Ellerson, Miami University
College
Saundra Ciccarelli, Gulf Coast Community College Kelley Eltzroth, Mid-Michigan Community College
Gena Barnhill, Lynchburg College
Diana Ciesko, Valencia Community College Laurel End, Mount Mary College
Sue Barrientos, Butler Community College
Cherie Clark, Queens University of Charlotte Dale Epstein, University of Maryland
Sandra Barrueco, The Catholic University of America
Wanda Clark, South Plains College Diana E., Espinoza Laredo Community College
Carolyn Barry, Loyola College in Maryland
J. B Clement, Daytona College Melissa Essman, California State University, Fullerton
Chris Barry, University of Southern Mississippi
Kimberly Cobb, Edgecombe Community College Deborah Evans, Stipp Ivy Tech Community College
Robin Bartlett, Northern Kentucky University
Margaret Coberly, University of Hawaii–Windward Jenni Fauchier, Metropolitan Community College
Shirley Bass-Wright, St. Philip’s College
Lawrence Cohn, University of Texas at El Paso Nancy Feehan, University of San Francisco
Kellie Bassell, Palm Beach Community College
Barbara Connolly, University of Tennessee Health Jef Feldman, Los Angeles Pierce College
Sherry Black, Western Nevada College
Sciences Center Pamela Fergus, MCTC and IHCC
Bette Beane, The University of North Carolina at
Greensboro Deborah Copeland, Palm Beach Community College Ric Ferraro, University of North Dakota
Dan Bellack, Trident Technical College Kristi Cordell-McNulty, Angelo State University Donna Fletcher, Florida State University
Amy Bender, University of Milwaukee Ellen Cotter, Georgia Southwestern State University Christine Floether, Centenary College
Marshelle Bergstrom, University of Trina Cowan, Northwest Vista College June Foley, Clinton Community College
Wisconsin–Oshkosh Jodi Crane, Lindsey Wilson College Jeanene Ford, Holmes Community College
Doreen Berman, Queens College Pat Crane, Santa Ana College Lee Fournet, Central Arizona College
Debra Berrett, Solano Community College Amanda Creel, Sowela Technical Community College Jody Fournier, Capital University
Irene Bersola-Nguyen, Sacramento State University Jeanne Cremeans, Hillsborough Community College Tony Fowler, Florence-Darlington Technical College
Wendy Bianchini, Montana State University Don Crews, Southwest Georgia Technical College James Francis, San Jacinto College
John Bicknell, Temple College Geraldine Curley, Bunker Hill Community College Inoke Funaki, Brigham Young University Hawaii
Robert Birkey, Goshen College Gregory Cutler, Bay de Noc Community College Sonia Gaiane, Grossmont College
Carol Bishop, Solano Community College Chris Daddis, The Ohio State University at Marion Donna Gainer, Mississippi State University
Sherry Black, Western Nevada College Anne Dailey, Community College of Allegheny County Teresa Galyean, Wytheville Community College
Angela Blankenship, Nash Community College Billy Daley, Fort Hays State University Mary Garcia-Lemus, California Polytechnic State
Cheryl Bluestone, Queensborough Community Dianne Daniels, UNC Charlotte University, San Luis Obispo
(CUNY) Karen Davis, Southwest Georgia Technical College Laura Garofoli, Fitchburg State College
Tracie Blumentritt, University of Wisconsin–La Crosse Dora Davison, Southern State Community College Andy Gauler Florida, Community College at
Kathy Bobula, Clark College Paul Dawson, Weber State University Jacksonville
Denise Ann Bodman, Arizona State University Barbara DeFilippo, Lansing Community College C. Ray Gentry, Lenior-Rhyne College
Kathleen Bonnelle, Lansing Community College Tara Dekkers, Northwestern College Jarilyn Gess, Minnesota State University Moorhead

20 Acknowledgments

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 Sharon Ghazarian, The University of North Daphne Johnson, Sam Houston State University Don Lucas Northwest Vista College
Pam Gingold, Merced College Margaret Johnson, Bridgewater State College Joe Lund, Taylor University
Shery Ginn, Rowan Cabarrus Community College Stephanie Johnson, Southeast Community College Salvador Macias, University of South Carolina Sumter
Drusilla Glascoe, Salt Lake Community College Deborah Jones, Florida Community College Grace Malonai, Saint Mary’s College of California
Donna Goetz, Elmhurst College Katherine Jones, Mississippi College Donna Mantooth, Georgia Highlands College
Rob Goralewicz, Dabney Lancaster Community College James Jordan, Lorain County Community College Deborah Marche, Van Glendale Community College
Christina Gotowka, Tunxis Community College Linda G.Jordan, Skagit Valley College Rebecca Marcon, University of North Florida
Thomas Grady, Neosho County Community College Terri Joseph, Kent State University East Liverpool T. Darin Matthews, The Citadel
Donna Gray, Irvine Valley College Diana Joy, Community College of Denver Kelly McCabe, University of Mary Hardin Baylor
Troianne Grayson, Florida Community College at Carl Jylland-Halverson, University of Saint Francis William McCracken, Delaware Technical &
Jacksonville–South Campus Louise Kahn, University of New Mexico Community College
Jo Greathouse, Brazosport College Susan Kamphaus, Tulsa Community College West Jim McDonald, California State University, Fresno
Jerry Green, Tarrant County College Campus Cathy Mcelderry, University of Alabama at
Janelle Grellner, University of Central Oklahoma Richard Kandus, Mt. San Jacinto College Birmingham
Kristi Guest, University of Alabama at Birmingham Paul Kaplan, SUNY at Stony Brook Jim McElhone, The University of Texas of the Permian
Basin
James Guinee, University of Central Arkansas Michele Karpathian, Waynesburg College
Cathy McEvoy, University of South Florida
Jill Haasch, Glenville State College Mark Kavanaugh, Kennebec Valley Community College
Annie McManus, Parkland College at Jacksonville
Sharon Habermann, Providence Theological Seminary Henry Keith, Delaware Technical & Community
College Beth McNulty, Lake Sumter Community College
Helen Hagens, Central Michigan University
Debbie Keller, College of the Ozarks Marcia McQuitty, Southwestern Theological Seminary
Lisa Hager, Spring Hill College
Jeffrey Kellogg, Marian College Dixie Cranmer McReynolds, St. Vincent’s College
Carolyn Halliburton, Dallas Baptist University
Colleen Kennedy, Roosevelt University Joan Means, Solano Community College
Sam Hardy, Brigham Young University
Rosalie Kern, Michigan Tech University Omar Mendez, William Paterson University of New
Mark Harmon, Reedley College–North Centers
Jersey
Dyan W., Harper University of Missouri–St. Louis Lisa Kiang, Wake Forest
K.Mentink, Chippewa Valley Technical College
Melody Harrington, St. Gregory’s University Tim Killian, University of Arkansas
Peter Metzner, Vance Granville Community College
Nancy Hartshorne, Central Michigan University William Kimberlin, Lorain County Community College
LeeAnn Miner, Mount Vernon Nazarene University
Loretta Hauxwell, McCook Community College Michalene King, Kent State Tuscarawas
Ellen Mink, Elizabethtown Community and Technical
Christina Hawkey, Arizona Western College Jennifer King-Cooper, Sinclair Community College
College
Lora Haynes, University of Louisville Kenyon Knapp, Troy University, Montgomery Campus
Michael Miranda, Kingsborough Community
Sam Heastie, Fayetteville State University Don Knox, Midwestern State University College/CUNY
Patti Heer, Clarke College Larry Kollman, North Iowa Area Community College Steve Mitchell, Somerset Community College
Steve Hendrix, James Sprunt Community College Leslee Koritzke, Los Angeles Trade Tech College Yvonne Montgomery, Langston University
Sarah Herald, Arizona State University Nicole Korzetz, Lee College Beverly Moore, Sullivan County Community College
Mary Hetland, Minnesota State Community Holly Krogh, Mississippi University for Women Brad Morris, Grand Valley State University
August Lageman, Virginia Intermont College Dolly Morris, University Alaska Fairbanks, TVC Campus
Carolyn Hildebrandt, University of Northern Iowa
Carol Laman, Houston Community College AudreyAnn C Moses, Hampton University
Pamela Hill, San Antonio College
Warren Lambert, Somerset Community College Jean Mosley, Oral Roberts University
Sharon Hogan, Cuyahoga Community College
Jonathan Lang, Borough of Manhattan C. College Carol Mulling, Des Moines Area Community College
Frank Holiwski, South Georgia College
Rich Lanthier, George Washington University Jeannette Murphey, Meridian Community College
Debra Hollister, Valencia Community College
Leslie Lariviere, Adams Assumption Sylvia Murray, University of South Carolina Upstate
Sachi Horback, Baltimore City Community College
Larkan-Skinner, Kara, Amarillo College Ron Naramore, Angelina College
Scott Horton, Mitchell College
Yvonne Larrier, Indiana University South Bend Lisa Newell, Indiana, University of Pennsylvania
Julie Howard, Vanguard University
Richard Lazere, Portland Community College Glenda Nichols, Tarrant County College–South
Herman Huber, College of Saint Elizabeth
Jennifer Leaver, Eastern Arizona College David Nitzschke, Western Iowa Tech Community
Martha Hubertz, Florida Atlantic University
Maria LeBaron, Randolph Community College College
Heidi Humm, Mercy College
Gary Leka, University of Texas–Pan American Harriett Nordstrom, University of Michigan–Flint
Bob Humphries, Walsh University
Diane Lemay, University of Maine at Augusta Meghan Novy, Palomar College
David Hurford, Pittsburg State University
Elizabeth Lemerise, Western Kentucky University Elleen O’Brien, UMBC
MaryLu Hutchins, West Liberty State College
Cynthia Lepley, Thomas College Valerie O’Krent, California State University–Fullerton
Cynthia Ingle, Bluegrass Community and Technical
College Norma Lestikow, Highland Community College Shirley Ogletree, Texas State–San Marcos
Nicolle Ionascu, Queen’s University Blue Levin, Ridge Community College Jennifer Oliver, Rockhurst University
Jessica Jablonski, Richard Stockton College of New Lawrence Lewis, Loyola University New Orleans Leanne Olson, Wisconsin Lutheran College
Jersey Mary B Lewis. Eberly, Oakland University Rose Olver, Amherst College
Sabra Jacobs, Big Sandy Community and Technical Linda Liptok, McIntosh Kent State Sharon Ota, Honolulu Community College
College University–Tuscarawas John Otey, Southern Arkansas University
Alisha Janowsky, University of Central Florida Nancey Lobb, Alvin Community College Karl Oyster, Tidewater Community College
Debbra Jennings, Richland College R. Martin Lobdell, Pierce College Gwynne Pacheco, Hawaii Community College
Sybillyn Jennings, Russell Sage College Janet Lohan, Washington State University Roger Page, Ohio State University–Lima

Acknowledgments 21

A01_FELD7774_03_SE_FM.indd 21 07/07/14 12:29 PM

 Joseph Panza, Southern Connecticut State University Eric Seemann, University of Alabama in Huntsville Marina Vera, Southwestern College
Jennifer Parker, University of South Carolina Upstate Nancy Segal, California State University–Fullerton Monica Vines, Central Oregon Community College
Brian Parry, San Juan College Sandy Sego, American International College Steven Voss, Moberly Area Community College
Joan Paterna, Manchester Community College Zewelanji Serpell, James Madison University John Wakefield, University of North Alabama
Julie Patrick, West Virginia University Nitya Sethuraman, Indiana University Rebecca Walker-Sands, Central Oregon Community
Sue Pazynski, Glen Oaks Community College Virginia Shipman, University of New Mexico College
Carola Pedreschi, Miami Dade College Beth Sigmon, Robeson Community College James Wallace, St. Lawrence University
Colleen Peltz, Iowa Lakes Community College Denise Simonsen, Fort Lewis College Todd Walter, D’Youville College
John Phelan, Western Oklahoma State College Julie Singer, University of Nevada, Reno Mark Wasicsko, Northern Kentucky University
Peter Phipps, Dutchess Community College Peggy Skinner, South Plains College Debbie Watson, Shawnee State University
Michelle Pilati, Rio Hondo College Tara Smith, Elizabethtown College Sheree Watson, University of Southern Mississippi
Laura Pirazzi, San Jose State University Todd Smith, Lake Superior State University Nancy Wedeen, Los Angeles Valley College
Diane Pisacreta, St. Louis Community College Jerry Snead, Coastal Carolina Community College Glenn Weisfeld, Wayne State University
Deanna Pledge, Stephens College James Snowden, Midwestern State University Orville Weiszhaar, Minneapolis Community and
Technical College
Leslee Pollina, Southeast Missouri State University Le’Ann Solmonson, Stephen F. Austin State University
Lori Werdenschlag, Lyndon State College
Yuly Pomares, Miami Dade College Brooke Spatta, Lynn University
Laurie Westcott, New Hampshire Community
Jean Poppei, The Sage Colleges/Russell Sage College Tracy Spinrad, School of Social and Family Dynamics
Technical College
Lydia Powell, Vance-Granville Community College Melinda Spohn, Spokane Falls Community College
Linda Whitney, Houston Community College Northwest
Sherri Restauri, Jacksonville State University Jill Steinberg, University of Wisconsin–Madison
Robert Wiater, Bergen Community College
Kate Rhodes, Dona Ana Community College Robby Stewart, Oakland University
Sharon Wiederstein, Blinn College
Shannon Rich Texas Woman’s University Nancy Stinnett, University of Alabama
Jacqueline Williams, ,Moorpark College
Cynthia Riedi, Morrisville State College, Norwich Mary Hughes Stone, San Francisco State University
June Williams, Southeastern Louisiana University
Campus Julia Stork, Jefferson State Community College
Kay Williams, Tidewater Community College
Laura Rieves, Tidewater Community College Amy Strimling, Sacramento City College
Patti Williams, Tidewater Community College
Jane Roda, Penn State–Hazleton Campus Rose Suggett, Southeast Community College
Lois Willoughby, Miami Dade College
Keith Rosenbaum, Dallas Baptist University Terre Sullivan, Chippewa Valley Technical College
Stephen Wills, Mercer University
Karl Rosengren, University of Illinois at Urbana- Cyril Svoboda, University of Maryland University College
Champaign Cynthia Wilson, University of South Alabama–Baldwin
Peter Talty, Keuka College County
Renda Ross, Capital University Amber Tatnall, SUNY Delhi Christy Wolfe, University of Louisville
Willow Rossmiller, Montana State University–Great Becky Taylor, Texas Christian University
Falls College of Technology Peter Wooldridge, Durham Technical Community
Marianne Taylor, Pacific Lutheran University College
Melinda Rouse, Alamance Community College
Luis Terrazas, California State University–San Marcos Shelly Wooldridge, University of Arkansas Community
Marlo Rouse-Arnett, Georgia Southern
Thomas Thieman, College of St. Catherine College at Batesville
Lisa Routh, Pikes Peak Community College
Linda EagleHeart Thomas, The University of Bonnie Wright, Gardner-Webb University
Loretta Rudd, Texas Tech University Montana–COT Kent Yamauchi, Pasadena City College
Robert Rycek, University of Nebraska at Kearney Mojisola Tiamiyu, University of Toledo Robin Yaure, Penn State Mont Alto
Brooke Saathoff, Labette Community College Vicki Tinsley, Brescia University Ani Yazedjian, Texas State University–San Marcos
James Sapp, Kentucky Christian University Ed Titus, Troy University Mahbobeh Yektaparast, Central Piedmont Community
Marie Saracino, Stephen F. Austin State University Ivonne Tjoefat, Rochester Community & Technical College
Al Sarno, Hannibal-LaGrange College College Susan Zandrow, Bridgewater State College
Patricia Sawyer, Middlesex Community College Adrian Tomer, Shippensburg University Rowan Zeiss, Blue Ridge Community College
Linda Schaefer, Minot State University Barbara Townsend, Gannon University Laura Zettel-Watson, California State
Troy Schiedenhelm, Rowan Cabarrus Community College Jeannine Turner, Florida State University University–Fullerton
Celeste Schneider, Saint Mary’s College Jeffrey Turner, Mitchell College Elizabeth Zettler, Rellinger Illinois College
Pamela Schuetze, Buffalo State College Dave Urso, Lord Fairfax Community College Ginny Zhan, Kennesaw State University
Joe Schuh, Northern Kentucky University Cecelia Valrie, East Carolina University Ling-Yi Zhou, University of St. Francis
Candace Schulenburg, Cape Cod Community College Michael Vandehey, Midwestern State University Renee Zucchero, Xavier University

Many others deserve a great deal of thanks. I am indebted to the numerous people
who provided me with a superb education, first at Wesleyan University and later at the
­University of Wisconsin. Specifically, Karl Scheibe played a pivotal role in my undergradu-
ate education, and the late Vernon Allen acted as mentor and guide through my graduate
years. It was in graduate school that I learned about development, being exposed to such
experts as Ross Parke, John Balling, Joel Levin, Herb Klausmeier, and many others. My
education continued when I became a professor. I am especially grateful to my colleagues at
the University of Massachusetts, who make the university such a wonderful place in which
to teach and do research.
22 Acknowledgments

A01_FELD7774_03_SE_FM.indd 22 07/07/14 12:29 PM

 Several people played important roles in the development of this book. Edward Murphy
and Christopher Poirier provided significant research and editorial support. In addition, John
Graiff was essential in juggling and coordinating the multiple aspects of writing a book. I am
very grateful for his help.
I am also thankful to the superb Pearson team that was instrumental in the inception
and development of this book. Jeff Marshall, the original Executive Editor, conceived of the
format of this book. Now Amber Chow has taken over, and she has brought creativity and a
wealth of good ideas to the project. I’m also extremely grateful to Program Manager Diane
Szulecki, who stayed on top of every aspect of the project and brought inventiveness and
imagination to the book. I can’t thank her enough for her way-beyond-the-call-of duty efforts
and patience with me.
Editor-in-Chief Dickson Musslewhite stood behind the project, and I’m very grateful for
his support. On the production end of things, Maria Piper, the project manager, and Kathryn
Foot, the designer, helped in giving the book its distinctive look. Finally, I’d like to thank (in
advance) marketing manager Jeremy Intal, on whose skills I’m counting.
I also wish to acknowledge the members of my family, who play such an essential role in
my life. My brother, Michael, my sisters-in-law and brother-in-law, my nieces and nephews,
all make up an important part of my life. In addition, I am always indebted to the older gen-
eration of my family, who led the way in a manner I can only hope to emulate. I will always
be obligated to the late Harry Brochstein, Mary Vorwerk, and Ethel Radler. Most of all, the list
is headed by my father, the late Saul Feldman, and my mother, Leah Brochstein.
In the end, it is my immediate family who deserve the greatest thanks. My son, Jon, his
wife, Leigh, and my grandsons Alex and Miles; my son, Josh, and his wife, Julie; and my
daughter, Sarah, and her husband, Jeff, not only are nice, smart, and good-looking, but my
pride and joy. And ultimately my wife, Katherine Vorwerk, provides the love and grounding
that makes everything worthwhile. I thank them, with all my love.
Robert S. Feldman
University of Massachusetts Amherst

Pearson wishes to thank and acknowledge the following people for their work on the
Global Edition:

Contributor:
Ivy Wong, Department of Psychology, The University of Hong Kong

Reviewers:
Crendy Tan Yen Teng

Ritu Bhandari

Neelam Rathee

Acknowledgments 23

A01_FELD7774_03_SE_FM.indd 23 07/07/14 12:29 PM

 About the Author
Robert S. Feldman is Professor of Psychology and Dean of the College of
Social and Behavioral Sciences at the University of Massachusetts at Amherst. A recipient
of the College Distinguished Teacher Award, he teaches psychology classes ranging in size
from 15 to nearly 500 students. During the course of more than 2 decades as a college in-
structor, he has taught both undergraduate and graduate courses at Mount Holyoke College,
Wesleyan University, Virginia Commonwealth University, in addition to the University of
Massachusetts.
Professor Feldman, who initiated the Minority Mentoring Program at the University of
Massachusetts, also has served as a Hewlett Teaching Fellow and Senior Online Teaching Fel-
low. He initiated distance learning courses in psychology at the University of Massachusetts.
Professor Feldman also is actively involved in promoting the field of psychology. He is
President of the Federation of Associations of the Behavioral and Brain Sciences Foundation,
and he is on the Board of Directors of the Social Psychology Network.
A Fellow of both the American Psychological Association and the Association for Psy-
chological Science, Professor Feldman received a B.A. with High Honors from Wesleyan
University and an M.S. and Ph.D. from the University of Wisconsin-Madison.
Professor Feldman is a winner of a Fulbright Senior Research Scholar and Lecturer award,
and he has written more than 200 books, book chapters, and scientific articles. He has edited
Development of Nonverbal Behavior in Children (Springer-Verlag), Applications of Nonverbal
Behavioral Theory and Research (Erlbaum), and co-edited Fundamentals of Nonverbal Be-
havior (Cambridge University Press). He is also author of Child Development, Understanding
Psychology, and P.O.W.E.R. Learning: Strategies for Success in College and Life. His books have
been translated into a number of languages, including Spanish, French, Portuguese, Dutch,
Chinese, and Japanese.
His research interests include honesty and deception in everyday life and the use of non-
verbal behavior in impression management, and his research has been supported by grants
from the National Institute of Mental Health and the National Institute on Disabilities and
Rehabilitation Research.
Professor Feldman loves music, is an enthusiastic, if not-exactly-expert, pianist, and en-
joys cooking and traveling. He has three children, and he and his wife, a psychologist, live in
western Massachusetts, in a home overlooking the Holyoke mountain range.

24

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 Discovering
the Life Span

A01_FELD7774_03_SE_FM.indd 25 07/07/14 12:29 PM

 1 Introduction
The Ruiz “Happy Birthday Family Reunion” was a big success. Marco Ruiz’s grandfather,
Geraldo, who would turn 90 tomorrow, was in his glory at the center of the festivities.
Marco’s wife, Louise, had hatched the reunion idea while planning next summer’s wedding of
their youngest daughter Eva. Eva’s husband-to-be, Peter, would be the first African American in
the family, and Louise’s idea was to introduce him early so his ethnicity would be old news by
the wedding day.
Louise’s brainstorm was apparently working, given the happy din of the huge throng in at-
tendance. Marco took a quiet census: his father, Damiano, and Louise’s mom and dad, plus a
gaggle of uncles, aunts, siblings, and cousins from his and Louise’s families. One generation
down, he counted his children and their families, and virtual busloads of nieces and nephews
with their families, down to the youngest child, the daughter of Marco’s niece Terri and her
husband Tony, 4-year-old Alicia Wei-Li Saucedo, Geraldo’s great-great-granddaughter, who had
been adopted from China.
Marco watched as Grandpa Geraldo hugged and chatted happily with Alicia. There in one
small picture frame was the story of the five generations of Grandpa’s family, from 4 to 90.
Marco thought to himself: What is Grandpa making of all this? Is he wondering how he
spawned all these different personalities? Is he speculating about their careers, their futures?
Is he looking for traces of his stubbornness and short temper, his generosity and open-
mindedness? Does he find in this gathering the vast ambitions that he had as a boy? Will any
of them be—at last—the athlete that he never was, or will they be writers and thinkers like
him and his children?
Marco smiled at Louise’s idea of “integrating” Peter into the family. Peter’s skin color wasn’t
even an issue. The main stories were that Marco’s nephew Ted was here with his fiancé
Tom, and his niece Clarissa had her fiancée Rosa on her arm. Marco’s smile grew broader.
Let Grandpa wonder where this latest family trend came from.

Lifespan development is a diverse and growing field with a broad focus and wide applica-
bility. It covers the entire life span of the individual from birth to death as it examines the
ways in which people develop physically, intellectually, and socially. It asks and attempts to
answer questions about the ways in which people change and remain the same over their
years of life.
Many of the questions that developmentalists ask are, in essence, the scientist’s version
of the questions that parents ask about their children and themselves: How the genetic
legacy of parents plays out in their children; how children learn; why they make the choices
they make; whether personality characteristics are inherited and whether they change or are
stable over time; how a stimulating environment affects development; and many others. To
pursue these answers, of course, developmentalists use the highly structured, formal scien-
tific method, while parents mostly use the informal strategy of waiting, observing, engaging
with, and loving their kids.
In this chapter, we will introduce the field of lifespan development. We first discuss the
breadth of the field, both in the range of years it covers and in the topics it addresses, and
we look at the major theoretical perspectives that have examined those topics. We also
describe the key features of the scientific method, the main approach that scientists take
to answering questions of interest.

26

M01_FELD7774_03_SE_CH01.indd 26 07/07/14 7:20 AM

 Module Beginnings
1.1
Nature vs. nurture: Which has the greater influence?

Module Theoretical Perspectives

1.2 on Lifespan Development
Is one right and one wrong?

Module Research Methods

1.3
What kind of research could you conduct using
Marco’s five-generation family?

MyVirtualLife
If you are currently using MyVirtualLife,
consider how you will navigate your
journey through the lifespan. What
decisions will you make?

To preview the decisions that you would

make, try this activity in your eText.
Access MyVirtualLife for a chance to live your own
virtual life.

27

M01_FELD7774_03_SE_CH01.indd 27 07/07/14 7:20 AM

Exploring the Variety of Random
Documents with Different Content
While the boat's crew had been waiting in the cold, strange things
had been happening at Gumley's cottage.
Gumley's method of guarding De Fronsac was to make a
temporary kennel for the dog outside the window of the front room
in which the prisoner was lodged, and a shakedown for himself by
the door. He felt that he could not properly intrude upon De Fronsac,
who was a person of quality. But he looked in at intervals to see that
he was safe, on these occasions calling Comely into the room, to
guard against any attempted surprise.
De Fronsac had recovered the use of his tongue after he
reached the cottage.
"I protest, I say it is a scandal, an infamy, to shut me up as if I
vere a t'ief. Vat right have you? Tell me dat—you—you—"
"Gumley, my name, sir. I've got my orders—in the king's name."
"Vell, I vill complain to de squire; I vill make to punish you—you
—Gomley!"
"Orders is orders, sir. I can't say no more."
Gumley himself was somewhat anxious about his charge, for,
not expecting such a drain on his larder, he had only his usual
provisions for the week, and did not feel at liberty to leave the
cottage and procure more. Thursday passed, Friday, Saturday, and
still he had heard nothing from Jack. When Sunday came, there was
only a half loaf of bread and a rind of cheese left, and these had to
be shared among the two men and the dog.
On the second day De Fronsac began to beguile the tedium of
confinement by writing poetry. When Gumley looked in at him on
one of his periodical visits the Frenchman said:
 "You have not a bad heart. You obey orders of—of—of a
monstair. Vell, I read you vat I have now written about anoder
Monstair—de great villain Monstair vat call himself Emperor of de
French! Listen! You vill like it.

"'De sky vas blue, de sea vas green,

All beautiful for to be seen.
Vy den am I not gay and glad?
Alas! de Monstair make me sad.'

"Dat is good beginning, hein?"

"Reyther on the miserable side, don't 'ee think, sir? For myself, I
like a rum-tum-tiddlum rollicum-rorum sort o' thing."
"Ver' vell, I write you someting of dat kind."
Gumley heard nothing more of this generous offer until Monday
evening. Then, when he went into De Fronsac's room to explain with
apologies that he had no more food, the Frenchman said:
"No matter not at all. Vizout doubt some vun vill come to-
morrow. Be so good as give me a candle. I vish to write de poesy I
speak of."
Gumley saw no reason for not humoring so harmless a hobby,
and brought the lighted candle. But a couple of hours later he was
awakened from his sleep at the locked door by a smell of burning.
He soon satisfied himself that it came from the prisoner's room, and
opened the door.
"Ha! I see you!" said De Fronsac. "I am almost burnt alive. I am
writing my poesy ven—voilà! de candle overfalls and burns a hole in
de table-carpet. See it! I put out de fire, easy; but it make much
smoke. I fear it vake you; pardon, my good Gomley."
"Granted, sir, ready. If I was you I'd go to sleep now and do
your writing stuff in the morning."
"So I vill," was the response. "Pardon! I vill not vake you again."
Gumley returned to his shakedown and was soon fast asleep.
Nearly two hours later he was wakened by a growl from the dog
outside. He got up, opened the outer door, and found Comely trying
to get up to the shuttered window of De Fronsac's room.
"Don't like his poetry any more than me, don't 'ee? Come in.
We'll tell him 'tis time he was abed."
He closed the door when the dog had entered, and together
they went into the prisoner's room. There was still a good deal of
smoke in it—but no Frenchman.
"Ahoy!" cried Gumley.
But the dog made a dash back to the front door, and, when
Gumley followed and opened it, rushed growling down the garden,
where he was brought up by the high fence. Seizing his cutlass,
Gumley stumped as fast as he could to the gate.
"Chok' it all!" he muttered. "This is what comes o' losing a leg in
the king's name."
It took some little time to draw the bolts and unlock the gate,
and when the old sailor got out into the road the fugitive was out of
sight. But Gumley thought he heard a man running down the cliff
path to the village. Without hesitation he started in pursuit, whistling
Comely to his side. Never had that wooden leg moved so fast; but
with all his exertion his pace did not exceed that of a quick walk. He
was half-way down the path when he heard shots in the distance.
Hurrying still more, he came to the village just in time to see a group
of men rushing out at the other end, and caught the words "Sandy
Cove!"
"Fire and brimstone!" he muttered. "This is a desperate go,
Comely. Come on, my lad."
And he stumped on gamely through the deserted street.

Meanwhile there had been brisk doings at Sandy Cove. When Jack
judged that he was only a couple of cable-lengths from the lugger,
he cast off the long-boat with Babbage and his men. They, resting
on their oars, allowed it to drift slowly in while the cutter
disappeared into the darkness.
A few moments later Jack gave the word. The sail was run
down. A round shot from the lugger whistled across the Fury's bows.
Another few seconds; then, amid furious shouts, the cutter came
against the larboard quarter of the lugger with a bump that caused
the men on both craft to stagger. The Fury's bowsprit fouled the
lugger's shrouds and hooked fast. Instantly half a dozen grapnels
were out, and the two vessels were closely interlocked.
There was a deafening discharge of small arms from the deck of
the lugger, but as most of the Fury's men were lying down awaiting
the order to board, and the volley was fired at random in almost
total darkness, hardly any damage was done. But the master of the
lugger was clearly a man of action, for the echo of the shots had
scarcely come back from the cliffs when he gave a loud order in
French, and the smugglers swarmed over the bulwarks, intending to
jump on to the deck of the cutter a foot or two below.
"Fire!"
 The word rang out sharp and clear above the shouts of the
Frenchmen. Their dark forms stood out clearly against the starlight;
they were only a few feet from the muzzles of the Englishmen's
muskets; and when at Jack's command the volley flashed, the front
line of the smugglers disappeared as if struck by a thunderbolt.
With a loud cheer the English sailors, dropping their muskets,
seized cutlass and pistol and dashed through the smoke, each man
eager to be first on the enemy's deck. They needed no
encouragement; most of them had a score to pay off for their defeat
at the same spot in the previous autumn. While the Frenchmen were
still half stunned by the scorching fire and the loss of so many of
their comrades, Jack's men gained a footing on the deck.
But now the French skipper's voice could be heard rallying his
crew, and the boarders were met by a serried mass armed with
pistols and boarding pikes. And among the Frenchmen there was
now a sprinkling of Englishmen, for the smugglers on shore had
rushed over the gangway to their comrades thus hotly beset. Now a
furious hand-to-hand fight raged about the lugger's stern. Great was
the clamor as steel clashed on steel, pistols barked, hoarse voices
roared encouragement or defiance, wounded men groaned. Again
and again Jack and his men were flung back by sheer weight of
numbers against the lugger's bulwarks; again and again they rallied
and forced the enemy across the deck. No room here for fine
weapon-play; men cut and thrust at random, met, grappled, flung
away cutlass and pike to set to with nature's own weapons. Many a
Frenchman fell under the sledge-hammer blows of British sailors'
fists.
 Jack had no clear recollection afterward of the details of the
fight. At one moment he found himself leading a rush of his own
men, pressing the enemy back foot by foot until only a last
desperate effort seemed wanting to drive them overboard. Then
would come a check; a hoarse shout from the skipper, whom Jack by
and by distinguished in the mêlée—a huge fellow of reckless
courage; the tide turned, the smugglers rallied gamely, and Jack and
his men, stubbornly as they fought, were borne back and back,
losing inch by inch the ground they had so hardly gained.
It was at one of these desperate moments that Jack heard at
last the sound for which, throughout the struggle, he had been
anxiously waiting. From the forefront of the lugger came a sudden
rousing British cheer. There was a rush of feet in the rear of the
smugglers, and in a second, as it seemed to Jack, the deck in front
of him was clear. Ben Babbage had arrived. Carrying out orders
given him previously, he had brought the long-boat unseen to the
starboard side of the lugger, and, before the Frenchmen were aware
of his presence, he was on deck, with Turley, Mudge, Folkard, and
half a dozen other trusty shipmates.
Beset now in both front and rear, the Frenchmen lost heart.
Suddenly they made a rush for the gangway connecting the lugger
with the land, and swarmed helter-skelter across, not a few
stumbling over the edge and falling souse into the water.
"Huzzay! huzzay!" shouted the panting Englishmen, as they saw
the enemy in flight.
But they were answered by a loud and confident cheer from the
beach, and in the momentary silence that ensued they heard the
rapid tramp of a large body of men hurrying over the shingle.
Immediately afterward they saw the fugitives halt, and rush back,
largely reinforced, to the gangway, led by the indomitable captain.
On they came, tumbling into the water three or four of the
Englishmen who had started in pursuit and were making for the
shore.
The gangway, consisting of four stout planks laid side by side,
was wide, and gave foothold for a throng at once. Jack and Babbage
collected their men at the lugger's bulwarks to meet this new attack.
And the former, amazed at this sudden turning of the tables, was still
more amazed to see beside the French skipper the slighter form of
Monsieur de Fronsac. Even at the moment of recognition De
Fronsac's pistol flashed; the bullet glanced off Jack's cutlass within
an inch of his body, and embedded itself in the mast behind him.
The two forces came together with a shock. Babbage dropped
his cutlass and flung his powerful arms around the skipper. They
swayed for a moment, then fell together with a tremendous splash
into the water. De Fronsac had dropped his pistol, and made for Jack
with a cutlass. Jack parried his furious cut, and before he could
recover replied with a rapid and dexterous thrust that found the
Frenchman's forearm. With wonderful quickness De Fronsac shifted
his weapon from the right to the left hand, and, shouting
encouragement to the men beside and behind him, pressed forward
indomitably.
At the same moment there was a rush of feet from the bows of
the lugger. Her bowsprit came within easy reach of the rocky ledge,
and a number of the smugglers had sprung on to it, scrambled
along, and flung themselves on the flank of the defenders. Turley
and others at Jack's right turned to meet this new danger; but the
enemy had gained a firm foothold on the foredeck, and the fight
once more became general.
Jack, fighting grimly with Mudge and Folkard at the head of the
gangway, felt with a dreadful sinking at the heart that the tide of
battle was turning overwhelmingly against him. It seemed only too
likely that he must either take to the cutter and escape, or remain to
be killed or captured. But at this moment there was a sudden uproar
at the far end of the gangway; the cries he heard were unmistakably
cries of dismay. The throng of men pressing from the shore to the
lugger wavered; their rear was being attacked; the preventives must
be upon them! So sudden and unexpected was the onslaught that
they lost their heads; their confidence changed to panic, and as one
man they made off, springing into the shallow water to right and
left, and scurrying away into the darkness.
"Have at 'em, Comely! Have at 'em, my lad!"
The words rang clear above all the din; and ever and anon
came a short yelping bark—the unmistakable war-cry of a bulldog.
Jack felt a wonderful lightness of heart as the sounds came to him
out of the dark. Then the press in front of him melted as by magic,
and through the gap so quickly made stumped Gumley, wielding his
cutlass like a flail, and shouting with the regularity of a minute-gun:
"Have at 'em, Comely! Have at 'em, my lad!"
Two men remained on the gangway, refusing to be intimidated
by the tumult in their rear; nay more, adjuring the fugitives to stand
fast. One was Monsieur de Fronsac, the other Kit Lamiger, the chief
Luscombe smuggler, father of the lad whom Jack had fought.
The uproar, the flight, the appearance of Gumley and the dog,
all happened in such rapid succession and amid such a clamor that
to Jack the events seemed to take place in one crowded moment. As
the last of the panic-stricken smugglers jumped sidewise from the
gangway on to the rocks, De Fronsac, hearing Gumley's voice behind
him, took a rapid step forward in a last desperate endeavor to
dispose of Jack. But the middy marked his purpose. There was no
time for deliberation. The Frenchman, wielding his cutlass as well
with his left hand as with his right, made a fierce cut at Jack. The
next moment he threw up his arms without a sound and fell
backward across the gangway into the space between the lugger
and the rocks. Jack's blade had pierced him through.
Meanwhile Kit Lamiger had found himself seized below in the
vise-like grip of Comely's jaws. Struggling to free himself, he fell into
the arms of Gumley, who, with a cry of "In the king's name,
shipmate!" swung him round, threw him on to the shingle, and bade
the bulldog watch him.
The fight was over.
"Ahoy, Gumley! Come aboard!" shouted Jack.
Gumley stumped across the gangway, and this was drawn on to
the lugger's deck. Jack intended to work the vessels out for a little
distance until there was no chance of being attacked except by
boats, for he knew that he was still outnumbered. But just as he was
preparing to cast off there came a loud hail from the beach, and
immediately afterward Mr. Goodman rushed up at the head of a
force of preventive men.
"Just in time, Mr. Hardy!" panted he.
"A little late, Mr. Goodman," replied Jack. "I expected you some
time ago. The fight is over."
 "Dash my buttons!" cried the mortified officer. "'Tis my
confounded ill-luck. I should have been here, but I got another note
a few hours ago that I had to attend to."
"Anonymous, Mr. Goodman?"
"Yes, anonymous as usual, hang it all! I came up when I heard
the firing. I see you've got the lugger, sir. Our scheme worked out to
the letter."
"To the anonymous note, eh, Mr. Goodman? Well, we've good
news for the admiral to-morrow. And as you've a good number of
your men here, I'll go ashore and step up to the Grange. I want to
see my cousin. Turley, where's Babbage?"
"Never seed him, sir, since he went overboard with the French
skipper."
"Well, I must leave you in charge, then. The poor fellow's
drowned, I fear."
"No, sir," shouted a voice from the beach.
"Who's that?"
"Me, sir, Babbage as was."
"All sound?"
"And fury, as brother Sol used to say. Me and the French skipper
fell overboard together, me on top. He drownded hisself, sir, 'cos he
wouldn't let go. When I come up, some o' they fellers bowled me
over like a ninepin, and my senses was fair knocked out o' me. Next
thing I knowed I heard you a-saying I were drownded, sir. Not so,
nor never even seasick."
"Well, I'm glad you're safe. Come aboard. We'll see what
damage is done here, and then I'll go ashore, and we'll get a doctor
from Wickham Ferrers to attend to the poor fellows who are
wounded."

CHAPTER XIX
SOME APPOINTMENTS

Jack had but just reached the road above the cliff when he was
somewhat startled to hear the regular clickety-click of a large
number of horses trotting toward him. And surely, amid the clatter of
their hoofs, there was the clash of steel!
He stood at the edge of the road, waiting. In a few moments,
round the corner from the direction of Wickham, came two
horsemen at a rapid trot, and behind them a troop, whose polished
accoutrements gleamed in the light of the rising moon.
They rode on rapidly, and Jack had just recognized the uniform
of the Dorsetshire yeomanry when the officer at their head caught
sight of him, shouted "Halt!" and reined up his horse on its
haunches.
"Where are they, my lad?" he asked in a tone of subdued
excitement.
"Who, Cousin Humfrey?"
"Eh! Who are you? Why, bless me, 'tis Jack! Where are the
ruffians?"
"Who, cousin?"
"Why, the French! Have they got a footing?"
 "Most of 'em a wetting, cousin. But we've beat the whole crew
and got the lugger."
"The lugger! Hang the lugger! What about the praams?"
"The praams!" Jack was puzzled; then a light dawned on him
and he began to laugh.
"Come, come, 'tis no joke. Are they beaten back?"
"Oh, cousin, no joke! Did you really think it was Boney? Oh, I
can't help it; excuse me, cousin."
It came out that Mr. Bastable had been awakened by one of his
men, who declared that he heard cannons firing most horribly, and
was sure 'twas Boney had come over at last. The squire got up, sent
a rider post-haste to Wickham Ferrers for his troop of yeomen, and
hurried into his uniform, which he kept always at hand by his
bedside.
"And here we are, my lad, in an hour from the first alarm.
There's quick work for you. But I'm glad 'tis no worse than a brush
with smugglers. 'Twas a false alarm, my lads," he added, turning to
his men. "Boney has thought better of it. Didn't care to tackle us
Dorset men. You can get back and sleep sound. Now Jack, you'll
come with me to the Grange. Arthur told me he'd seen you—the
young rascal, stealing out at dead of night! But a good plucked 'un
too, eh, Jack?"
"A chip of the old block, cousin. Just the sort of fellow we
middies like."
"And that villain De Fronsac, now! What of him?"
"He's dead, cousin," said Jack gravely.
"Ha! He's got his deserts. The villain, playing his double game
for eighteen months in my house! And his humbug about the
Monster, too. It makes me red in the face when I think of it. But you
must tell me all about it when we get home."
They found the Grange almost in a state of siege. The windows
were close-shuttered, the doors were double locked, and when Mr.
Bastable rapped, the voice of old William, the gardener, was heard,
threatening in accents of unmistakable terror that he'd b-blow out
the b-b-brains of any Frenchman with his b-b-blunderbuss. When
admittance was obtained, shrieks were heard from the top of the
house.
"The maids in hysterics!" growled the squire. "Here, Molly and
Betty," he shouted, "don't be a couple of geese. 'Tis not Boney—'tis
Master Jack!"
A door above flew open; Kate and Arthur came bounding down
the stairs, with Mrs. Bastable a pace or two behind them.
"Lawk a mussy! Only to think o't, now!" giggled Molly above.
"Measter Jack! Well, I never did!"
Kate impulsively threw her arms round Jack's neck and kissed
him heartily. A middy is not easily taken by surprise, but Jack was
only just in time to return the kiss before Mrs. Bastable came and
encircled him.
"My dear boy, this is delightful."
"So it is, cousin—if it wasn't so smothery!"
"Mothery!" shouted the squire in high good humor. "Now, you'll
come along to my den and tell me all about everything that's
happened since you were kidnapped by those villains, confound
them!"
"But my dear Humfrey, Jack looks dead-beat."
 "We'll cure that by any by. The fire isn't out; we'll make it up;
and I'm sure you women won't sleep a wink till you've heard the
story."
"Hurray!" shouted Arthur, capering.
So they trooped into the snuggery, and there Jack, fortified with
a glass of hot cordial brought by Molly, related his adventures from
the time when he was carried to France against his will.
"There are two things I can't make out," he said in conclusion.
"One is, how Gudgeon is mixed up in this. 'Twas his boat, I'm sure,
that carried me in the tub to the lugger; and he drove to Gumley's
the other night to hear what had been done. Where does he come
in, cousin?"
Mr. Bastable laughed a little awkwardly.
"Go to bed, Arthur," he said.
"I know, father," said the boy, grinning.
"You do, do you, you young rascal! Well, Jack, I'll tell you.
Gudgeon is a sly old dog. He's the smuggler hereabouts—but behind
the scenes. His smoking chimney was the signal by day, as
Fronsac's, it seems, was by night. But he's not a traitor; he knew
nothing of Fronsac's double scheme, I warrant. He's a smuggler
simply. Why, Jack, he has supplied me with smuggled brandy for
years; so he does the parson at Wickham. The stuff you're drinking
was smuggled; the lace your cousin Sylvia is wearing came from
Valenciennes, and paid no duty. I'm afraid I must give it up now, my
boy. There's not a squire on the seaboard but thinks it no harm; but
with a cousin a gallant king's officer—yes, I must give it up." He
sighed. "And I think I'd better go and see Gudgeon in the morning."
"He'll be transported, as sure as a gun," said Jack.
 "Well, I don't think we'll go that length. You can't prove
anything against him, you see. He's too sly for that—and—well, it
might be awkward for more than one of us."
"All right, cousin," said Jack, laughing. "But there's another
thing. That fellow who was wounded in the Hollow! De Fronsac shot
him, I'm sure; I never told you that Arthur and I saw him bundled
into a lugger that night we followed De Fronsac from the house."
"That's a mystery. I can't explain it. And it doesn't matter much,
now that De Fronsac is gone. By George, Jack! I fancy you've killed
smuggling at Luscombe—for some time, at any rate. Now to bed.
We'll have another talk in the morning."
Jack was up early, in spite of the lateness of the hour when he
went to bed. He was at breakfast alone with Mr. Bastable when Mr.
Goodman was announced.
"Good morning, sir. Good morning, Mr. Hardy. I've come to you
as a justice of the peace, Mr. Bastable. You've heard of our little
exploit last night?"
"You were in at the death, I believe. Well, sir?"
"Well, sir, we went to the Hollow this morning to seize the goods
we understood were hidden there. In the summer-house we found a
man, sir; I have him outside now. He tried to run away; but we
collared him, and as he wouldn't give an account of himself I've
brought him along. Perhaps you'll commit him as a rogue and
vagabond."
"Bring him in, Mr. Goodman."
The riding-officer returned with a heavy, undersized, beetle-
browed fellow, in very tattered garb.
 "Why, 'tis the very man!" cried Jack. "This is the man De
Fronsac shot."
"De Fronsac!" growled the man, with gleaming eyes. "Where is
he?"
"No longer in this world, my man," said Mr. Bastable. "Now, who
are you? Give a good account of yourself, or I shall have to commit
you."
The man showed no hesitation now. He explained that he had
been employed in London by a French family through whom De
Fronsac obtained much of the information he signaled to France.
Having discovered this fact, he had come down to Luscombe to levy
blackmail on the spy; the consequences were as Jack had related.
He had returned to England—there were means of coming and going
between the two countries even in that time of war—to wreak
vengeance on De Fronsac, and was lying in wait at the summer-
house when the preventives appeared on the scene.
"There's your mystery unraveled," said Mr. Bastable, turning to
Jack. Then to the Frenchman he said: "We'll send you off to London,
my man; 'tis for folk there to deal with you."
After breakfast, Jack walked over to Gumley's cottage. He
wanted to know how De Fronsac had escaped, and was prepared to
read Gumley a lecture for his lax guardianship. But he found the old
sailor so desperately upset at the trick played upon him, that he had
not the heart to add to his chagrin.
"Only to think of it, sir!" said Gumley, thumping the table.
"Poetry! All my eye and Betty Martin! Why, when he got that there
candle, he stood upon this here table"—another thump—"and
burned away the ends o' the matchboards up aloft where they was
nailed to the beams. No wonder I smelled smoke! And he showed
me a hole in the tablecloth! Then he pried up the boards, got up into
the attic, out by the trap-door on to the roof, and when Comely and
me was a-nosing round here in the smoke, chok' it all! Mounseer
was down the rain-pipe and under full sail for the road. Never have I
bin so done afore, sir, and in the king's name, too."
"Never mind, Joe. You came after him like a Briton, and if you
and Comely hadn't arrived on the scene when you did, I'm afraid
there would have been a different story to tell the admiral to-day.
I'm going to Portsmouth this afternoon. And I'll take care the admiral
knows about your pluck and your stanchness as a king's man under
persecution."
"Thank 'ee kindly, sir. And you won't forget to say a word for
Comely, sir?"
"Not I. Comely and Gumley—a fine pair of warriors. Good-by."
When Jack got back to the Grange, he found that the squire had
paid his promised visit to Mr. Gudgeon. Mr. Bastable laughed as he
related the interview.
"He had the flutters very badly, Jack. I put it to him as delicately
as I could. Said that recent events had given the neighborhood a
bad name, especially as it had been found that some one had been
selling information to the French. Suspicion might easily fall on the
wrong person, I said; and I wound up by suggesting that when next
winter comes he should see that his chimneys are swept regularly.
The old rascal! 'Oh dear me!' says he, 'to think that a quiet law-
abiding village like Luscombe should have harbored a French spy! It
puts me in a terrible flutter, Cognac is the best cure I know, sir;
maybe you'll do me the honor to take a sip with me?' and the rascal
gave me a glass, Jack; contraband—capital stuff!"
"He'll be careful in future, I reckon, cousin. I must run over to
Portsmouth after lunch and report to Admiral Horniman. I suppose
I'd better keep Gudgeon's name out?"
"Certainly, my lad. You've snuffed out smuggling here—for the
present; it is bound to begin again some day; but you may depend
upon it that for a long time to come we're all king's men here,
Gudgeon included."
It was a fortnight before Jack returned to the Grange. Then he
came in a high state of excitement.
"Admiral Horniman is a jolly old brick!" he cried, after greeting
his cousins. "What do you think he's done?"
"Resigned in your favor, Jack?"
"Pretty nearly!" returned Jack with a laugh. "No, he's written up
a thumping report to the lords of the Admiralty, and got 'em to 'do a
thing that's as rare as—as—"
"As Jack Hardys. Well!"
"Why, to let me off three years' service as a mid, and also the
examination for lieutenant. Look here! here's my commission!" He
flourished a paper, and cried for three cheers for Admiral Horniman.
"And that's not all. I've got no end of prize-money for capturing the
French brig, and retaking the Fury, and collaring the smugglers'
stuff. My share alone comes to over a thousand pounds. And they've
taken two French privateers and sunk another off Fowey. The signals
worked splendidly; they were trying to cut out a disabled ship that
wasn't there! The admiral's going to put in a claim to prize-money
for me. He is a brick!"
 "Oh, I say!" cried Arthur. "Don't I wish I was you!"
"I'm glad for dad's sake. He hasn't been over well off since he
had to retire from the East India Company's service, owing to that
wretched illness of his, and I'm afraid he had to pinch a bit for me.
But now that's all changed. I shan't cost him another penny piece."
"Bravo! Arthur, you young dog, remember that, and hand over a
thousand pounds to me when I'm bound for the poorhouse. Well,
Jack, I congratulate you, my boy."
"But that's not all, cousin. I've kept the best for the last. Open
your eyes! I'm appointed to the Victory, and sail to join Nelson in a
week! Won't we pepper the French! Won't we win a glorious victory!
Oh! cousin, isn't it the finest thing in the world to serve your king
and country!"
"If you please, sir," said the butler, putting his head in at the
door, "Joe Gumley is outside, asking for Mr. Hardy."
"Show him in," cried Mr. Bastable.
"Arternoon, sir," said Gumley, stumping in with the bulldog at
his heels. He held his glazed hat clumsily, and looked not quite at
ease. "I be come over for two things, Squire; number one, to say
thank'ee to Mr. Hardy; number two, to axe a question."
"Never mind about number one, Gumley," said Jack. "Heave
away at number two."
"Begging your pardon, sir, one always comes afore two, and ye
can't alter nature. I take it kindly, sir, and I thank 'ee from the
bottom of my heart, for your goodness to a' old mariner what has
only one leg sound and rheumatiz in both. Here I've got, sir, a paper,
and as near as I can make it out—'tis terrible writing for a admiral,
to be sure—Admiral Horniman says he has great pleasure in
app'inting Joseph Gumley watchman at the dockyard, ten shillings a
week, cottage and rum free. I know who done that: Admiral
Horniman would never ha' heard o' Joe Gumley but for Mr. Hardy.
God bless 'ee, sir, for remembering of a poor wooden-legged old
sailor what had to take to growing artichokes and other landlubbers'
thingummies in the king's name."
"The admiral couldn't have found a better man," said Mr.
Bastable, to cover Jack's confusion. "But what's number two?"
"Number two is this, sir. Do this here app'intment take in
Comely? 'Cos if it don't with all respecks to Mr. Hardy and the
admiral, I sticks to artichokes. Comely and Gumley—they sign on
together."
"And nobody wants to split you, Gumley," said Jack. "Go and
see the admiral, and take Comely with you—only hold him in,
because the admiral's rather peppery, and Comely might made a
mistake. He will know that with Comely and Gumley to watch it, the
dockyard will be as safe as the rock of Gibraltar."
"Ay, ay, sir. Then we takes on that there app'intment. Comely
and me—in the king's name."

THE END

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 *** END OF THE PROJECT GUTENBERG EBOOK JACK HARDY: A
STORY OF ENGLISH SMUGGLERS IN THE DAYS OF NAPOLEON ***

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